New Chartered College website: www.chartered.college
New Twitter account: @CharteredColl
Update: 25 July 2016
Please take part in the College of Teaching Membership Survey on the future of the college.
Update: 25 September 2015
Update: 02 February 2015
Update: 12 Janaury 2015
Update: 8 January 2015
Update: 6 January 2015
Update: 19 December 2014
Update: 9 December 2014
Vote in our reopened poll (see right).
The DfE’s consultation, ‘ A world-class teaching profession’, will be open until 3 February 2015.
Update: 18 October 2014
31 July 2013 update:
2 July 2013: update
Result of poll (30 April to 2 July 2013) (reopened 9 December 2014 until 6 February):
Would a Royal College of Teaching raise the status of teaching as a profession?
- Yes (73%, 55 votes)
- No (27%, 20 votes)
10 June 2013: Update
Teacher Development Trust’s formal proposal and consultation document for a new member-led College of Teaching: DISCUSSION DOCUMENT (pdf)
30 April 2013: Further Information below updated
Towards a Royal College of Teaching (pdf) (see pages 74-76)
Poll: Would a Royal College of Teaching raise the status of teaching as a profession? (See right.)
27 February 2013
“In principle, we are very much in favour of the establishment of a Royal College of Teaching. We believe that morale within the teaching profession is currently at a low point and that this is associated with both a lack of professional esteem within the teaching profession and a decline in government and public confidence and respect for teachers. Therefore, we would welcome any attempt to raise the status of teaching as a profession and to restore public confidence and respect.
“One of our hopes for the erstwhile General Teaching Council for England was that it would rise to this challenge. Unfortunately, this did not materialise, partly because the GTCE emphasised its regulatory functions over everything else, and also because it was seen by members of the teaching profession as an external imposition, not driven by the profession itself and lacking a genuine interest in the welfare of teachers.
“An examination of the failure of the GTCE is, therefore, crucial to ensuring that any potential Royal College of Teaching is correctly founded. At the very least, we believe that such a College should be independent of government and that it should be owned and controlled by teachers themselves. We also believe that such a College should be open to teachers in all phases of education (from nursery to tertiary) and to both public and private sectors.
“We foresee there being many potential benefits of such an initiative. It would help to galvanise the profession and raise aspirations, motivation and standards, as well as status. It would provide a vehicle and impetus for promoting continuing professional development in both subject knowledge and generic teaching skills, as well as the development of apposite dispositional and attitudinal aspects of being a professional teacher. It could also act as a very useful umbrella organisation in bringing together subject associations, phase associations, education unions and other professional associations allied to teaching, and in engaging in research.
“However, we believe it is important to mention three caveats. One is that, given the relentless intrusion of government into education over the past 20 years or so – which has undermined and compromised teachers’ professional autonomy – we believe that, in order to build capacity for such an initiative, there would, perhaps ironically, need to be active promotion, support and brokering from Government in order to bring together interested parties and facilitate the necessary actions and dialogue needed to implement an appropriate scheme.
“Another caveat is that we are sceptical about the view, expressed by some, that a Royal College of Teachers would ensure that ‘politics is kept out of the classroom’. Whilst we recognise that such a College would champion the profession as a whole rather than meddle in the employment issues of individual members or in the collective terms and conditions of particular groups of teachers, it must be acknowledged that much of what happens in the classroom is shaped by political decisions and underpinned by statutory measures. Therefore, we would expect a Royal College of Teaching to engage fully in the political process by maintaining an ongoing dialogue with Government and lobbying robustly as necessary in matters of policy and legislation (especially in relation to issues involving curriculum, assessment and initial teacher training).
“Thirdly, we assume that a Royal College of Teachers would need to levy fees in order to raise revenue for it to function. In the current climate, many teachers would not be able to afford the kind of subscription fees charged by some of the well established Royal Colleges, such as the Royal College of Surgeons, whose members’ salaries are far in excess of what any teacher could ever hope to earn. There would, therefore, need to be an element of ‘pump-priming’ or a significant increase in teachers’ economic position (which has been exacerbated by the current pay freeze); otherwise, the establishment of such a College may fall at the first hurdle by struggling to attract members.
“We are keen to participate in a constructive dialogue over these issues, and we would want to be in a position to promote a viable scheme to our members.”
Charlotte Leslie MP: “Towards a Royal College of Teaching?“ (pdf), ‘Your Voice’, April/May 2013 [added 26/4/13]
Charlotte Leslie MP: In pursuit of a Royal College [added 30/4/13]
House of Commons Education Committee:
- Committee publishes report into Great Teachers: Attracting, Training and Retaining the Best (2012)
- Great Teachers: Attracting, Training and Retaining the Best (2012)
pdf version: Vol 1 and Vol 2